Ambivalent relations : the 'tricky footwork' of parental involvement in school communities Blackmore, Jill and Hutchison, Kirsten 2010, Ambivalent relations : the 'tricky footwork' of parental involvement in school communities, International journal of inclusive education, vol. 14, no. 5, pp. 499-515, doi: 10.1080/13603110802657685. Attached Files Name Description MIMEType Size Downloads Title Ambivalent relations : the 'tricky footwork' of parental involvement in school communities Author(s) Blackmore, Jill orcid.org/0000-0002-1049-2788 Hutchison, Kirsten orcid.org/0000-0003-4113-5975 Journal name International journal of inclusive education Volume number 14 Issue number 5 Start page 499 End page 515 Total pages 17 Publisher Routledge Place of publication Abingdon, England Publication date 2010-08 ISSN 1360-3116 1464-5173 Keyword(s) social justice home-school relations educational policy Summary Parental involvement in schools, generally seen to be a good thing, is now closely linked through policy to the educational achievement of their children. In this Victorian case study, teacher and parent responses to policies advocating parental involvement are examined. It explores the intersections of gender and class in the context of changing home/school relationships characterised by policies and processes of institutionalisation, familialisation and individualisation that are shaping parental involvement. It suggests that the current discursive construction of parent/school relationships around partnerships for student learning fail to recognise the complexity of parent/teacher relations and its gendered nature. Feminist critical policy analysis framed by the sociology of the family inform our understandings of the ways changing discourses and practices currently are informing parental involvement in a culturally and socio-economically diverse school. Notes This article was also published in Professional Voice, Volume 8 Issue 2, Summer 2010. Pages 19 – 25 http://www.aeuvic.asn.au/pv_8_2_complete.pdf Language eng DOI 10.1080/13603110802657685 Field of Research 130304 Educational Administration, Management and Leadership Socio Economic Objective 939903 Equity and Access to Education HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2010, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30019574 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 17 Sep 2009, 11:15:23 EST Thu, 17 Sep 2009, 11:28:26 EST Tue, 22 Sep 2009, 21:31:27 EST Wed, 30 Sep 2009, 08:18:22 EST Fri, 05 Nov 2010, 11:51:11 EST Fri, 05 Nov 2010, 11:52:40 EST Mon, 14 Mar 2011, 09:43:37 EST Thu, 09 Jun 2011, 11:29:26 EST Thu, 09 Jun 2011, 12:23:46 EST Fri, 17 Feb 2012, 14:24:11 EST Mon, 16 Jun 2014, 12:55:55 EST Wed, 27 Aug 2014, 22:04:12 EST Mon, 19 Jan 2015, 11:20:19 EST Wed, 17 Aug 2016, 08:58:07 EST Tue, 06 Sep 2016, 13:19:44 EST Filtered Full Citation counts:   Cited 36 times in TR Web of Science Cited 40 times in Scopus Search Google Scholar Access Statistics: 1417 Abstract Views, 148 File Downloads  -  Detailed Statistics Created: Thu, 17 Sep 2009, 11:15:22 EST by Jill Loughlin